Course Title: Plan, organise and facilitate learning in the workplace

Part B: Course Detail

Teaching Period: Term1 2012

Course Code: TCHE5203C

Course Title: Plan, organise and facilitate learning in the workplace

School: 360T Education

Campus: City Campus

Program: C4277 - Certificate IV in Training and Assessment

Course Contact: Paschal Somers

Course Contact Phone: +61 3 9925 4911

Course Contact Email:

Name and Contact Details of All Other Relevant Staff

Maria Dimitrakopoulos
TAE Administration Officer
School of Education
Building 53 - level 1
18 Cardigan St Carlton 3053
Ph: 9925 54933

Nominal Hours: 25

Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.

Pre-requisites and Co-requisites


Course Description

This unit describes the performance outcomes, skills and knowledge required to plan, organise and facilitate learning for individuals in a workplace.

This unit typically applies to a person working as an entry level trainer, teacher or facilitator, team leader or workplace supervisor, or any employee responsible for guiding learning
through work.

This unit includes a work integrated learning experience in which your knowledge and skills will be applied and assessed in a real or simulated workplace context and where feedback from industry and/or community is integral to your experience.

National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

TAEDEL402A Plan, organise and facilitate learning in the workplace


1/. Establish effective work environment for learning

Performance Criteria:

1.1. Establish and agree upon objectives and scope of the work-based learning
1.2. Analyse work practices and routines to determine their effectiveness in meeting established learning objectives
1.3. Identify and address OHS implications of using work as the basis for learning


2/. Develop a work-based learning pathway

Performance Criteria:

2.1. Address contractual requirements and responsibilities for learning at work
2.2. Arrange for integration and monitoring of external learning activities with the work-based learning pathway
2.3. Obtain agreement from relevant personnel to implement the work-based learning pathway


3/. Establish the learning-facilitation relationship

Performance Criteria:

3.1. Identify context for learning and individual's learning style
3.2. Select appropriate technique or process to facilitate learning and explain the basis of the technique to learner
3.3. Develop, document and discuss individualised learning plan with learner
3.4. Access, read and interpret documentation outlining the OHS responsibilities of the various parties in the learning environment
3.5. Monitor supervisory arrangements appropriate to learner's levels of knowledge, skill and experience to provide support and encouragement and ensure learner's health and safety


4/. Implement work-based learning pathway

Performance Criteria:

4.1. Sequence introduction of workplace tasks, activities and processes to reflect the agreed work-based learning pathway
4.2. Explain objectives of work-based learning and the processes involved to learner
4.3. Encourage learner to take responsibility for learning and to self-reflect
4.4. Develop techniques that facilitate learner's transfer of skills and knowledge


5/. Maintain and develop the learning/facilitation relationship

Performance Criteria:

5.1. Prepare for each session
5.2. Structure learning activities to support and reinforce new learning, build on strengths, and identify areas for further development
5.3. Observe learner cues and change approaches where necessary to maintain momentum
5.4. Practise ethical behaviour at all times
5.5. Monitor effectiveness of the learning/facilitation relationship through regular meetings between the parties


6/. Close and evaluate the learning/facilitation relationship

Performance Criteria:

6.1. Carry out the closure smoothly, using appropriate interpersonal and communication skills
6.2. Seek feedback from learner on the outcomes achieved and value of the relationship
6.3. Evaluate and document process, including impact, self evaluation and reflection, and file according to legal and organisational requirements


7/. Monitor and review the effectiveness of the work-based learning pathway

Performance Criteria:

7.1. Document work performance and learning achievement and keep records according to organisational requirements
7.2. Evaluate effectiveness of the work-based pathway against the objectives, processes and techniques used
7.3. Recommend improvements to work-based practice in light of the review process

Learning Outcomes

The learning outcomes for this course will enable the learner to:
• prepare and facilitate work-based learning
• develop work-based learning pathways,
• develop learning facilitation relationships with different individuals in the workplace

Details of Learning Activities

All training undertaken in the course will be focused on Competency based training. Competency based training develops the skills, knowledge and attitudes required to undertake a job to the standard expected in the workplace. For each course in this program you will receive a result of ’competent’ or ’not yet competent’.

You will participate in class learning activities such as: analysis of case studies and scenarios, role plays, group discussions and working in pairs. Other activities will include: reading and discussing the text, online research, and reading articles provided by your trainer.

At RMIT Work Integrated Learning (WIL) refers to opportunities for students to experience either real or simulated workplaces. WIL activities in this program include:

• Simulations of training and assessment work environments
• Projects completed in your own workplace.

Many students who undertake this program are already employed in training and assessment. Some assessment activities are conducted in a workplace and many students use their own workplaces for this. If you do not have a workplace please consult your trainer about alternative arrangements.

Teaching Schedule

A detailed teaching schedule for each TAE program will be handed out on the first day of class.

For the TAE Intensive program, 10 days of training in the months of February and May 2012, have been scheduled as follows:

Week 1 – 2 days Thursday and Friday
Week 2 – 3 days Wednesday, Thursday and Friday
Week 3 – 2 days Thursday and Friday and
Week 4 – 3 days Wednesday, Thursday and Friday.

The ‘1 Day a Week’ program is conducted on 10 consecutive Tuesday’s – program 1 commences Feb 7th 2012 and program 2 commences April 17th 2012.

The TAE Semester Long program runs for 17 weeks (three (3) hour evening sessions with one (1) Saturday) commencing in February 2012.

Learning Resources

Prescribed Texts


Blackwater Projects Learner manuals available from the RMIT Blackboard site.

Other Resources

Electronic resources are located on Blackboard. Handouts pertaining to in class activities will be handed out during class.

Overview of Assessment

The unit ’TAEDEL402A Plan, organise and facilitate learning in the workplace’ is holistically assessed with ’PSPGEN035 Provide workplace mentoring’ within the TAE40110 qualification.  Both units are assessed in ’Workplace Project 3’.  

Assessment Tasks

For your Assessment Projects for the Cert IV TAA ’Delivery’ module – refer to your Learner Guide for details on the tasks and Blackboard for electronic copies and templates.

Assessment Matrix

See the ’Delivery’ module assessment workbook for details.

Other Information

“In adherence with RMIT’s commitment to sustainability, trainers will seek to incorporate environmental concerns in the facilitation of this course. These include, but are not limited to:
• Conserving natural resources
• Using recycled materials wherever possible
• Minimising pollution
• Applying energy savings measures
• Reducing waste
Students are encouraged to identify and follow environmental and resource efficient ways of working whilst studying this course.”

Course Overview: Access Course Overview